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Open to: Grades 2–6
Eligibility: CTY-level or Advanced CTY-level math or verbal score required
Prerequisites: Successful completion of Arabic for Elementary School Students, Intermediate, Part III or placement test
Course Length: 12 weeks (Early Fall, Late Fall, Winter, Spring, Early Summer, Mid-Summer)
Course Code: ARL8
This intermediate Arabic course is designed for 2nd to 6th grade students who have had prior knowledge and experience with the language and culture at the elementary and intermediate level.This is the last course of the intermediate Arabic series for elementary school students. The course will provide students with an opportunity to further develop their goals of speaking, listening, reading, and writing at an intermediate level, reinforcing critical fundamental areas of language learning and expanding content in grammar, oral exercises, and culture. Students will explore various aspects of Arab culture, including art and cinema, news and current events, and much more.
The course syllabus provides an outline that may help each student manage his or her study time more efficiently when studying for the class. The syllabus acts only as a guide, however. Students are free to study at their own pace. Students are encouraged to take full advantage of all materials provided to them, in hopes of aiding their learning and retention of the new language. Practicing is the key to learning any new language.
Once students have successfully completed Part IV of Intermediate Arabic, they should be able to:
Interactive virtual online sessions are held twice per week for one hour in the evenings (both EST and PST). Separate conversations between each student and the instructor or teaching assistant are arranged individually. Students interact with the instructor and other students using Internet-based software.
Students will need a headset with microphone. In addition, the following books are required for this course:
Mastering Arabic 2 by Jane Wightwick and Mahmoud Gaafar
Mastering Arabic 2 Activity Book: Intermediate Level Practice by Jane Wightwick and Mahmoud Gaafar
Although an Arabic-English dictionary is not required, it may be useful as a personal reference for the duration of this course.
This course requires a properly maintained computer with high-speed internet access and an up-to-date web browser (such as Chrome or Firefox). The student must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.
Zoom online virtual classroom
This course uses an online virtual classroom for discussions with the instructor. The classroom works on standard computers with the Zoom desktop client and also tablets or handhelds that support the Zoom Mobile app. Students who are unable to attend live sessions will need a computer with the Zoom desktop client installed to watch recorded meetings. The Zoom desktop client and Zoom Mobile App are both available for free download.
Most course lectures may be viewed on mobile devices, but in some cases assignments and quizzes must be completed on a desktop or laptop computer.
"My son thoroughly enjoys his Arabic course. In fact, it is his favorite course. The instructor has instilled a passion in him for learning not only the language, but the culture as well! He truly walks around the house speaking Arabic now. I don't understand what he is saying, but I love it!”
"Our family lives in rural America without much way of cultural diversions. When giving my daughter her first JHU CTY catalog, we were surprised but supportive when she picked Arabic. She is now in her 3rd semester and we see her practicing and going to class. However, we have no reference points on really how well she is doing outside of her grades. This all changed the other night.
In the next town over, there is a Greek and Mediterranean restaurant. The waiter, and presumably owner, had a Mediterranean appearance and an indistinguishable accent. When he mentioned he was from Lebanon, I told him that my daughter was learning Arabic. He began to talk with her and she answered quickly. The conversation was over in about 4 sentences but it left the waiter wide eyed. Apparently he used some non-standard conversational words and my daughter followed along and answered appropriately. When he asked me where she was learning Arabic, I told him all about JHU.
I am now talking with my daughter about helping her start an Arabic Club that would meet once month at this restaurant. She is also starting to tutor her 20 year old "cool" cousin on Arabic who has been teaching herself Arabic from a book, but did not know proper pronunciation of the alphabet or words. This too has been very motivational. I would like to say thank you to you and all the JHU CTY staff. You are changing lives!"
"An enthusiastic teacher, engaging presentations and an overwhelming sense of ease and congeniality at class time have made my daughter's foreign language study both meaningful and memorable."